Table 2 Peer critique and critical... | Emerald Publishing

Table 2

Peer critique and critical environment

S	Representative excerpts	Initial codes
3	“Of course, and it is actually very beneficial. There are different sources and different views. It becomes more constructive. While someone else is getting critique from the instructor, I can also say something useful, and someone else can make a positive contribution to what I have done.”	→Peer critique as collaborative learning →Multiple perspectives as design resource
10	“In general, it is something that is attempted. But I think it remains quite limited. We did this in AD4, we were doing presentations and they said, “You also evaluate.” To be honest this doesn't feel very genuine to me. If the roles between instructor and student could be blurred a little, very positive things would happen. The mentor–apprentice model is not appropriate and does not function efficiently.”	→Tokenistic/limited peer critique →Peer evaluation lacking authenticity →Desire to blur tutor–student hierarchy
25	“I don’t know in which project it would be right to do this. Are we at the level of competence, or how would we affect our friend? It is such a stressful process that if the words are not under the control of the instructor, they might also lead that person in a very wrong direction. Before class, feedback from friends who had learned from other instructors helped me a lot. But if someone approached me in the wrong way during class, it could demoralize me.”	→Uncertainty about peer critique competence →Need for tutor moderation →Risk of misguiding or demoralizing peers →Informal peer feedback as safer support

S	Representative excerpts	Initial codes
3	“Of course, and it is actually very beneficial. There are different sources and different views. It becomes more constructive. While someone else is getting critique from the instructor, I can also say something useful, and someone else can make a positive contribution to what I have done.”	→Peer critique as collaborative learning →Multiple perspectives as design resource
10	“In general, it is something that is attempted. But I think it remains quite limited. We did this in AD4, we were doing presentations and they said, “You also evaluate.” To be honest this doesn't feel very genuine to me. If the roles between instructor and student could be blurred a little, very positive things would happen. The mentor–apprentice model is not appropriate and does not function efficiently.”	→Tokenistic/limited peer critique →Peer evaluation lacking authenticity →Desire to blur tutor–student hierarchy
25	“I don’t know in which project it would be right to do this. Are we at the level of competence, or how would we affect our friend? It is such a stressful process that if the words are not under the control of the instructor, they might also lead that person in a very wrong direction. Before class, feedback from friends who had learned from other instructors helped me a lot. But if someone approached me in the wrong way during class, it could demoralize me.”	→Uncertainty about peer critique competence →Need for tutor moderation →Risk of misguiding or demoralizing peers →Informal peer feedback as safer support

Source(s): Author’s own work